Log in
|
Help
|
English

English

Engish-Pirate

한국어

Search

Advanced Search

Find results with:

Add another field

Search by date

to

Searching collections:

CCSU Theses and Dissertations

Add or remove collections

Home CCSU Theses & Dissertations Effect of formative assessment on student achievement in mathematics

Reference URL

Share

Add tags

Comment

Rate

To link to this object, paste this link in email, IM or document

To embed this object, paste this HTML in website

Effect of formative assessment on student achievement in mathematics

View Description

Download

small (250x250 max)

medium (500x500 max)

large ( > 500x500)

Full Resolution

Print

you wish to report:

Your comment:

Your Name:

Submit

Cancel

...

Back to top

Powered by CONTENTdm®

Select the collections to add or remove from your search

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Select All Collections

C

CCSU Student Publications

CCSU Theses and Dissertations

G

GLBTQ Archives

M

Modern Language Oral Histories

O

O'Neill Archives Oral Histories

P

Polish American Pamphlets

T

Treasures from the Special Collections

V

Veterans History Project

OK

Cancel

Identifier	Thesis 1903
Author	De Sousa, Teresa,
Title	Effect of formative assessment on student achievement in mathematics
Publisher	Central Connecticut State University
Date	2007
Resource Type	Master's Thesis
Notes	The purpose of this thesis is to examine and explore the implementation of formative assessment in a mathematics class and determine its effectiveness in improving student achievement in mathematics. Wiliam and Black (1998) define formative assessment as the activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Formative assessment is based upon assessing students frequently so that feedback can be provided to them in hopes that they can overcome their misunderstandings before they move on to other topics. In order to carry out this study, a control and an experimental group were used to determine the effectiveness of formative assessment on student achievement. These two groups consisted of students that were in an Algebra II college bound course in a public school. Most students were in the 11th grade, but there were some 10th and 12th graders. Both classes were taught by the same teacher, who is also the investigator for this study. The unit for this study was Sequences and Series, and was taught over a three-week period. Before carrying out this study both classes were deemed comparable, using a One-Way ANOVA, based on mid-semester grades and pre-test.Selected types of formative assessments were utilized throughout the unit in the experimental group. Traditional instruction without recurring formative assessment was given to the control group. The same pre-test, two quizzes, and a post-test (summative assessment) were administrated to both groups to compare student achievement and understanding with and without the implementation of formative assessment. The formative assessments that were implemented throughout the unit were mostly openended questions, but think-pair-share and self and peer-assessment by pupils were also employed on a much smaller scale. The results of this study indicate that the students in the group in which the implementation of formative assessment was used, scored higher on all assessments throughout the unit. Although the groups were shown to be comparable at the beginning of the research, students in the experimental group demonstrated a much deeper conceptual understanding of the topics in the unit. They were better able to articulate their mathematical thinking in a precise manner compared to the control group. The recurring open-ended questions, as well as the think-pair-share and self- and peer- assessment have been deemed beneficial to the success of the students in the experimental group. Not only did the implementation of formative assessment improve their grades in comparison to the control group, but in particular, those students who normally do not do well benefited from this type of assessment. Thus the conclusion of this study is that the implementation of formative assessment as an integral part of instruction can improve student achievement and lead to better understanding of mathematical concepts.
Subject	Academic achievement -- Evaluation Mathematics -- Study and teaching
Department	Department of Mathematical Sciences
Advisor	Kalder, Robin S.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734381
Rating

Find results with:

Searching collections:

Home CCSU Theses & Dissertations Effect of formative assessment on student achievement in mathematics

Effect of formative assessment on student achievement in mathematics

Description

Tags

Comments